TESC Research Team provides proposals for the Education Research Service Projects/Programs. This provision aims to enhance education with professional expertise to educational organizations, institutions, or identifiable community groups in areas where research can matter. The service welcomes applications from education researchers who seek to provide research skills, knowledge, methods, and related services to educational entities that have specifically identified and expressed a need for such assistance (e.g., childcare supports or services, schools, school systems, colleges and universities, and community organizations).

Key activities include

• STEM as Co-Curricular Activities (SACCA), is designed to be a collaborative space for diverse STEM education research communities to build and advance knowledge through sharing innovative ideas, methods, and tools.
• TESC Research Conferences Program (TRCP), which awards grants for conferences intended to break new ground in substantive areas of inquiry, stimulate new lines of study on issues that have been largely unexplored, or develop innovative research methods or techniques that can contribute to education research.
• TESC Education Research Service Projects (TRSP) program, which is designed to encourage education researchers to offer their pro bono expertise to educational organizations, institutions, or other community groups that have identified and expressed a need for such assistance.

Research Topics by TESC

5Es in English Language Arts

The 5Es are an instructional model encompassing the phases Engage, Explore, Explain, Elaborate, and Evaluate, steps that educators have traditionally taught students to move through in phases. From there, students elaborate on their understanding, applying what they have learned to new situations to deepen their skills.

Learning Styles Traditional Myths

Despite the widespread claims among teachers and teacher educators, that teaching is a researched based profession, unsubstantiated myths are rather more common in educational discourse than carefully interpreted research. Among modern “myths” are those relating to “multiple intelligences” “emotional intelligence,” “brain research” (as relevant to educators), and “learning styles”. Research has proven that:

1. Briefly explore some of these concepts and their relationships in educational discourse.
2. Examine in some depth the claims made by those who advocate “brain-based learning” and “learning styles”.
3. Relate the discussion to the political and ideological role played by these fashionable concepts in educational discourse.
4. Briefly discuss the relationship between brain and mind and the significance for educational research.

Flexi Education Convenience

We believe that education should be tailored to the needs of each child, and responsive to their different but developing abilities, irrespective of their age. One of the advantages of such a small school is that we get to know each child and their family to a depth that may not be possible in a larger school. This means we can give each child a personalized learning plan with all the advantages of, for example, one-to-one tuition as well as participation in group work and whole class teaching. We felt that we could develop a working partnership with parents who electively home school their children but still seek some support from the school system. We value the support of parents and members of the community who have the requisite skills, to help us enrich the curriculum. We therefore developed an approach.